Category: Maths and Science Learning

Categories
Educational Administration and Leadership Maths and Science Learning Secondary School Education

Impact of peer gender-math stereotype on math performance

Gender-math stereotype refers to the belief that boys are innately better at learning math than girls. Wu and colleagues conducted two studies to investigate whether this stereotype can be transmitted among children’s peers, affecting their math ability and psychological outcomes. The first study analysed data from the China Education Panel Survey (CEPS), a large-scale national survey. The sample included 8,029 grade 7 and grade 9 students from 208 classrooms where students were randomly assigned to each classroom.  The extent of the gender-math stereotype among a student’s peers was measured as the proportion of the student’s peer in each classroom who held this belief (range: 13.3% – 91.9%). Accounting for student, classroom, and school effects, the fixed-effect linear model revealed the following results:

  • As the proportion of peers holding the stereotype increased by 1 standard deviation (SD), the gap in math scores between girls and boys widened by 0.894 SD, with girls scoring lower.
  • Higher proportions of peers with the stereotype were associated with higher math scores for boys (ES = 0.439).
  • No significant differences were observed in gaps of Chinese and English test scores between boys and girls.
  • A higher proportion of peers holding the stereotype increased the likelihood of girls adopting this belief compared to boys.

When examining the proportion of peers holding the stereotype separately by gender, the analysis showed that same-gender peers had a smaller impact on the difference in math scores between girls and boys (ES = -0.656) compared to peers of a different gender (ES = -1.133).

The second study involved 547 Chinese university students, participants were randomly exposed to a 5-min video either a stereotype-activation condition highlighting gender gaps in math performance or a control video. Afterward, their math and verbal skills were tested. Male students’ performance was the same on both conditions. However, female students performed worse in math than their male counterparts in both groups, with a significantly greater disparity in the group exposed to the stereotype-activation condition.

While the immediate impact of a brief video on math scores in study 2 should be interpreted cautiously, as the results did not account for students’ prior math ability, the findings of study 1 underscore the continued existence of potential harm from gender-math stereotyping in children’s peer environments. The authors emphasize the need for greater attention to this matter.

 

Source (Open Access): Wu, S. J., & Cai, X. (2023). Adding up peer beliefs: Experimental and field evidence on the effect of peer influence on math performance. Psychological Science, 34(8), 851–862. https://doi.org/10.1177/09567976231180881… Read the rest

Categories
Kindergarten Maths and Science Learning Programme Evaluation

Randomized trial of preschool math professional development program

Maths Champions is a program in England that provides online professional development to pre-school staff in order to improve preschoolers’ early math knowledge. Math Champions is delivered online to one main staff member (the “Maths Champion”), who then creates and implements an action plan for the center and trains the rest of the staff. The Maths Champion is offered support online that includes one-to-one advice, early math resources, and e-courses regarding math development.

A randomized control trial of Maths Champions was funded by the Education Endowment Foundation and Department of Education in England to follow up a previous trial finding that Maths Champions students made two months’ more growth than untreated control students. This previous study was flawed because not all students were post-tested. The current study re-tested Maths Champions in more settings than previously and aimed to increase the validity of the findings. Subjects were 1034 preschool students (n=638 E, 666 C) in 134 centers, both private and school-based, across England. Centers were randomly assigned to either receive Maths Champions or to proceed with business-as-usual.

Students were pre- and post-tested using the ASPECTS math assessment. After seven months, students in the Maths Champions program made an average of three months’ more gains than untreated control students. In addition, children from disadvantaged backgrounds made an average of six months’ more progress than untreated controls.

Maths Champions was developed by England’s National Day Nurseries Association.

 

Source (Open Access): Robinson-Smith, L., Whiteside, K., Torgerson, C., Fairhurst, C., Podmore, D., Davill, T., Bell, K., Qi, X., Leggett, H., Elliott, L., Hewitt, C., Baird, K., Menzies, V., Torgerson, D. and Ainsworth, H. (2023). Independent evaluation of Maths Champions in nursery to develop children’s early numeracy: A two-armed cluster randomised controlled trial: Evaluation Report. London: Education Endowment Foundation. https://d2tic4wvo1iusb.cloudfront.net/production/documents/projects/MathsChampions-evaluation-report.pdf?v=1692193386… Read the rest

Categories
Effective Teaching Approach Kindergarten Maths and Science Learning

A way to help preschoolers learn symbolic approximate arithmetic

Symbolic approximate arithmetic, crucial for children’s mathematical proficiency, involves providing an approximate answer instead of an exact one. For instance, a previous study found that preschoolers did not know the exact answer to “21+30” but did know that “21+30” is larger than “34”. Both number comparison training and number line estimation training have been found separately to enhance children’s symbolic approximate arithmetic. Wei and colleagues conducted an experiment to compare the effect of these two trainings on symbolic approximate arithmetic since they may rely on distinct cognitive processes.

A sample of 109 children, aged 5.11 to 6.27 years, were recruited from three middle-class preschools in Hangzhou, China. They were randomly assigned to one of three training groups: (1) number line estimation (n = 32), (2) number comparison (n = 34), and (3) control group (n = 30). In the number line estimation group, the game played by children aimed to help them understand of the distance between two numbers. In the number comparison group, participants were involved in comparing the magnitudes of two number cards. This training facilitates the development of children’s understanding of the semantic magnitude of numbers.

Children in the two treatment groups engaged in training games three times in one week, while the control group received no training. All participants completed a pre-test and post-test, which included tasks on symbolic approximate arithmetic (e.g., comparing “13＋22” to “28” to determine which is greater), number comparison (determining the larger number between two), and number line estimation (marking an integer on a number line ranging from 0 to 100).

  • The results revealed that preschoolers in the number comparison group outperformed the control group in all three tasks.
  • Only number comparison training improved performance in symbolic approximate arithmetic.

This suggests that preschoolers rely more on comparison processing than on number line estimation for approximate arithmetic. The authors acknowledged that the brief training duration may have limited the effects, indicating a need for further investigation.

 

Source: Wei, W., Liao, H., Deng, W., & Ye, Q. (2023). Training on number comparison, but not number line estimation, improves preschoolers’ symbolic approximate arithmetic. Early Childhood Research Quarterly, 65, 241–249. https://doi.org/10.1016/j.ecresq.2023.07.004… Read the rest

Categories
Maths and Science Learning Primary School Education Programme Evaluation

Randomized evaluation of an experiential science program

A recent article published in AERJ by Schneider and Bradford reported the results of a cluster randomized control trial evaluating the effectiveness of the Multiple Literacies in Project-Based Learning (ML-PBL) science intervention for third graders. This study was undertaken to add to the developing evidence of the program, which had previously undergone teaching experiments, a pilot test, and a field test. ML-PBL consists of four units and uses a “driving question” for each lesson to spark students’ interest and engagement. It incorporates cooperative, experiential learning for the students, assessments to ensure students meet learning expectations, and teacher professional development.

The study included 2371 third graders (1165 in the experimental group, 1206 in the control group which received their business-as-usual science instruction) from 46 schools (23 E, 23 C) with 91 teachers (41 E, 50 C) from 111 classrooms (54 E, 57 C) during the 2018-19 school year. There were no differences between the two groups at baseline regarding ethnicity, socioeconomic status, third-grade enrollment, and math/reading scores on the prior year’s state standardized testing. The ML-PBL intervention included teacher training to support classroom discussions that encouraged students to connect the content to their own lives and fostered student participation.

Post-testing was done using a test based on the MDE state test, as well as a test of social-emotional factors related to science learning. Academic results showed statistically significant gains in science for the experimental students, with an effect size of +0.27. These gains were evident regardless of gender, race, ethnicity, SES, and geographic region within the state. In addition, experimental students reported greater self-reflection and collaborative behaviors than controls. The implications of these findings for classroom practice are discussed.

 

Source: Krajcik, J., Schneider, B., Miller, E. A., Chen, I.-C., Bradford, L., Baker, Q., Bartz, K., Miller, C., Li, T., Codere, S., & Peek-Brown, D. (2023). Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools. American Educational Research Journal, 60(1), 70–102. https://doi.org/10.3102/00028312221129247… Read the rest

Categories
Educational Administration and Leadership Kindergarten Maths and Science Learning

Relation between computational thinking and other cognitive abilities in kindergarteners

Due to the growing number of early coding education programs designed for young children, there is increasing research interest in whether acquiring computational thinking (CT) can be transferred to other key developmental outcomes. A recent study by Yang and colleagues examined the link between computational thinking to sequencing ability and self-regulation in kindergarten students.

Computational thinking was defined by researchers as the foundational concept needed to solve problems algorithmically, with solutions that can be reused in various contexts. Algorithmic thinking involves step-by-step operations that guide one towards achieving a goal. Based on the Cattell-Horn-Carroll theory of cognitive abilities, the researchers hypothesized that CT would be related to both sequencing ability and self-regulation.

Sequential ability, which entails identifying a series of steps to complete a task, was assessed by Picture Sequencing Task. Self-regulation comprising working memory, mental flexibility, and inhibitory control was measured by the Head-Toes-Knees-Shoulders task. CT was measured by the computerized version TechCheck, which focused on six domains of CT for young children, namely algorithms, modularity, control structures, representation, hardware/software, and debugging. A random sample of 101 children (boys = 49, mean age = 5.25 years) from one public kindergarten in Beijing, China, participated in the study. After controlling children’s age, gender and family SES, results of regression indicated that CT was positively linked to sequencing ability (β = +0.27) and self-regulation (β = +0.47).

Utilizing direct measures of cognitive abilities, this cross-sectional study provided preliminary evidence supporting an association between CT and other intellectual abilities in early childhood. Further research, such as longitudinal studies and investigations involving other learning outcomes, is necessary to explore the role of CT in young children’s cognitive development.

 

Source (Open Access): Yang, W., Gao, H., Jiang, Y., & Li, H. (2023). Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children. Early Childhood Research Quarterly, 64, 324–330. https://doi.org/10.1016/j.ecresq.2023.04.006… Read the rest

Categories
Maths and Science Learning Programme Evaluation Secondary School Education

Effects of the teacher-centered Changing the Odds program on students’ math performance

According to international and national assessments, US secondary school students struggle with math. Together with policymakers, specialists, and a team from the University of San Diego California, the San Diego Unified School District planned a four-year intervention based on the Changing the Odds (CTO) program. Aimed to improve students’ math performance, this teacher-centered program provided help in identifying students’ math learning needs and in designing interventions addressing these needs.

In 2015, four low-performing middle schools of the San Diego Unified School District were appointed to implement the CTO program for four years, while four schools were matched for comparison on achievement and demographics. The four-year program provided materials for teaching and professional development; support for co-teaching, co-planning lessons, and assessing tests; opportunities for collaboration between schools; and a yearly Summer School. A recent NBER working paper evaluated the impact of Changing the Odds through a difference-in-difference approach. Because the testing system in California changed, math achievement was measured by the California Standard Test before the intervention, and by the Californian Smarter Balanced test during the research. Combining the two tests on a common metric, the results suggest a positive effect of the Changing the Odds program, with an average effect size of +0.11 per year, in a range that goes from around 0.00 (Year 1) until +0.14 (Year 4). Larger samples could provide more information about the efficacy of specific aspects of the program and the potential contextual moderators of the effects.

 

Source (Open Access): Betts, J. R., Zau, A. C., Bachofer, K. V., & Polichar, D. (2023). Changing the Odds: Student achievement after introduction of a middle school math intervention  (Working Paper No. 30870; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w30870… Read the rest